Dissertations / Theses: 'Social sciences Religion and the social sciences Social sciences Teachers'

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McCrory, Victor Keith. "Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.

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Thesis (Ph. D.)--Georgia State University, 2008. Title from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).

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Lipmen, Sara-Jean. "Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.

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There has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices? Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings. The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.

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Andersson, Helena. "Livsåskådning : Ett sätt att se på livet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67009.

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Syftet med studien var att beskriva hur lärare tolkar informationen i läroplanen angå- ende begreppet livsåskådning, samt hur de planerar och genomför undervisning kring begreppet. Begreppet livsåskådning beskrivs som grundupplevelser om människans världsbild. Människor kan ha olika upplevelser i religiös och icke-religiös mening. Människors syn på tillvaron och världen, kan utgöra en livsåskådning. Begreppet livs- åskådning inkluderar många frågeställningar kring varför vi finns, hur människan är, vad samhället står för, och tron på högre makter. Från forskning från 70-talet visar in- ternationell forskning att det inte finns någon motsvarighet till begreppet, dock används ordet ”worldview”. Lpo94 beskriver hur skolan aktivt ska främja alla människors lika värde. I Lgr11 beskrivs hur människans sätt att se på livet har förändrats och utvecklats ständigt. Religion och livsåskådning är centrala begrepp inom religionskunskap då de är viktiga för den mänskliga kulturen. I dagens samhälle lever vi i mångfald och ökad kunskap ger oss förståelse för varandra. Skolan ska genom religionsundervisning upp- märksamma hur människor inom religiösa traditioner lever och hur människor uttrycker sin tro och sin religion på olika sätt. Lgr11 beskriver hur eleverna ska få möjlighet att utveckla och reflektera över sina egna livsfrågor, identitet och förhållningssätt. I undervisningen diskuteras vad som kan påverka elevernas förståelse för religion och livsåskådning. Det finns negativa aspekter med att läraren bestämmer vad undervis- ningen handlar om då läraren själv har en åskådning och en tolkning som läraren anser vara viktig. Detta skulle kunna leda till att eleverna själva inte får utrymme att utveckla sin livsåskådning. För att göra en koppling mellan livsåskådning och didaktik beskrivs hur eleverna ska få utrymme att skapa ett eget val gällande olika livsåskådningar. Undervisningen i religion ska ge eleverna kunskap om olika åskådningar. Eleverna får framförallt kunskap kring världsreligionerna och en snabb genomgång gällande livså- skådningar. Alla människor har en livsåskådning och undervisningen ska ge eleverna möjlighet oavsett om de är religiösa eller inte. Icke-religiösa livsåskådningar utgör en del av religionsämnet även olika former av riter och kulturer ingår. Studien bygger på en kvalitativ design, vilket innebär målsättningen att skaffa en djupare förståelse. Denna undersökning baseras på intervjuer med tre lärare för grundskolan, 4-6, som undervisar i religionskunskap. Informanterna arbetar på en skola i Mellansverige. Intervjuerna genomförs som semistrukturerade, ljudinspelade intervjuer, med öppna följdfrågor. Efter intervjun transkriberades materialet omgående av författaren. Texten lästes ett flertal gånger i sin helhet, för att finna likheter och skillnader i lärarnas beskriv- ning av begreppet livsåskådning. Resultatet delas in i kategorier som sammanbinder in- tervjufrågorna och dess svar. Fyra kategorier framkom: Begreppet livsåskådning, Lärar- nas beskrivning av begreppet livsåskådning i läroplanerna och Lärarnas tolkning av läro- planen, samt planering och genomförande av sin undervisning gällande livsåskådning. Inom kategorin Lärares tolkning av läroplanen, samt planering och genomförande av sin undervisning gällande livsåskådning är indelad i fem underkategorier enligt: Tolkning, Planering, Genomförandet, Lärarnas beskrivning av eleverna och Lärarlaget. Resultatet visade att informanterna inte hade kännedom om begreppet livsåskådning och inte heller hade tid att undervisa om begreppet inom religionsämnet. Studien visade också att lärarna ansåg det svårt att diskutera med elever gällande deras livsåskådning då det uppfattas som känsligt. The purpose of the study was to describe how teachers interpret information in curriculum about the term worldview, and how they plan and perform education. The term worldview describes as a ground experience about humans’ worldviews. Humans can have different experiences in religious and non-religious meaning. Humans view on existence and the world, could be from a worldview. The term worldview includes many questions about why we exist, how humans are, what society stands for and the belief in “higher power”. International research from the 70th showed that there is not an equivalent term for the word “livsåskådning” (worldview). In the curriculum Lpo94, describes how education active can promote humans equal value. In the curriculum Lgr11 describes how humans view on life had changed and still is. Religion and worldview is central terms in education of religion, because they are important for the human culture. In society of today we live in diversity and with increased knowledge we understand each other better. In education in religion will pay attention to how human in religious traditions lives and express their beliefs in different ways. In curriculum Lgr11 describes how the pupils should have abil- ity to develop and reflect over their questions of life, identity and approach. In education are discussions about what may affect pupils understanding to religion and their worldview. There is negative aspects with teachers decisions about content in edu- cation when teachers themselves have an own worldview and interpretation that they think are important. This could lead to that the pupils not have ability to develop their own worldview. The connection between worldview and didactics shows how pupils should be given space to create their own choice between different worldviews. Education in religion should provide pupils knowledge about different worldviews. The pupils are often given knowledge about world religions and a fast review about worldviews. Non-religious worldviews constitute a part of the subject of religion in different forms of rituals and culture. The study is built on a qualitative design, which means to develop deeper understanding of the subject. This study is based on interviews with three teachers in elementary school, 4-6, who teaches religion. The interviews was performed with semi- structured, audio recording interviews with opened supplementary. After the interviews the material was transcribed directly by the author. The text was read several times to find similarities and differences in the teacher’s description of the term worldview. The result are divided in categories that connect the interview questions. Four categories showed: The term worldview, Teachers description of the term worldview in the curriculum and Teachers interpretation of the curriculum and also planning and implementing of their education current worldview. In the category teacher’s interpretation of the curriculum and also planning and implementing of their education current worldview are divided into five subcategories: interpretation, implementing and teacher’s description of the pupils and teachers team. The result showed that informants did not have awareness about the term worldview and did not have time to educate about the term in the subject religion. The study also showed that the teachers thought it were difficult to discuss the term with the pupils their worldview though it could perceive as sensitivity.

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Ward, Ulrika. "Den mångkulturella skolan och arbetet med värdegrunden : En kvantitativ enkätstudie om lågstadielärares attityd till värdegrunden i samband med mångkulturell undervisning." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80221.

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This study investigates teachers’ attitudes toward value systems in the context of multicultural education. It highlights the importance of a functioning multi-cultural school as well as that of ongoing work with value systems. The aim of the study is to build on the existing body of research that addresses multicul-tural education in relation to schools’ value systems.Two theories have been used for this study; primarily critical multiculturalism and also the frame factor theory (ramfaktorteorin). A survey of 14 questions was conducted and the data collected was analysed quantitatively. The survey was separated into three sections: substantive questions, questions related to didactics in religious education, and questions about teachers’ attitudes toward value systems. Multicultural education was a theme throughout the survey.The study found that most in-service teachers believe that it is important to actively implement multicultural education and that the basis of a successful multicultural school is the incorporation of a working value system.The study concludes that it is crucial that teachers and students are provided with an understanding of what a functioning multicultural school and a multi-cultural society look like. Without this understanding there will continue to be a gap in society that has the potential to manifest itself as an “us and them” mentality. More work around value systems as well as more professional de-velopment for in-service teachers around multicultural education is essential, as the study revealed a lack of understanding and/or disinterest from some in-service teachers. Denna studie undersöker lärares attityd till värdegrunden i samband med en mångkulturell undervisning. Den belyser även vikten av en fungerande mång-kulturell skola och vikten av ett aktivt värdegrundsarbete. Syftet med studien är att bygga vidare på tidigare forskning som berör mångkulturell utbildning i förhållande till skolans värdegrund.Jag har använt mig av två olika teorier genom undersökning. Den första och huvudsakliga teorin var kritisk mångkultur och den andra var ramfaktorteorin.Som metod har jag använt mig av kvalitativ enkätundersökning i form av 14 frågor. Enkäten var indelad i tre delar, sakfrågor, frågor gällande religionsdi-daktik samt en sista del som innefattade frågor om lärares attityd till värde-grunden. Mångkulturell utbildning var ett genomgående tema genom alla frå-geställningar.Resultatet visar att verksamma lärare till största del tycker det är viktigt att aktivt jobba för en mångkulturell undervisning och att grunden till en lyckad skolform av detta slag tar sitt avstamp i ett väl fungerande värdegrundsarbete.Slutsatsen av undersökningen visar på vikten av att lärare och elever blir till-godosedda kunskap kring hur en fungerande mångkulturell skola och samhälle ser ut. Utan den kunskapen kommer det skapas klyftor mellan samhällets in-vånare i form av vi och dem istället för att bara benämna alla samhällsmedbor-gare som ett inkluderande vi.Vidare implikationer till skolan som verksamhet. Lärare såväl som elever be-höver kunskap kring vad mångkultur innebär och hur ett fungerande mångkul-turellt samhälle ser ut. Detta börjar med ett gediget arbete kring värdegrunden och fortbildning för verksamma lärare inom mångkulturell undervisning. Detta är av stor vikt då det framkom på en del ställen i undersökningen att det före-kommer en del kunskapsbrist och ointresse från verksamma lärare idag.

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Lee, Suk-ching Penelope. "Teachers' usage of textbooks in primary six classes : an investigation on how primary six social studies and mathematics teachers use textbooks in their teaching /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034093.

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Edvardsson, Linda. "Religion som ett maktmedel i USA." Thesis, Kristianstad University College, Department of Behavioural Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3457.

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Religion som ett maktmedel är en aktuell företeelse i USA, där människor utnyttjas och vilseleds med manipulerande och religiösa guider som gärna visare dem deras väg till det religiösa livet och dess belöningar. Men vägen dit kostar, både människoliv och pengar. I den religiösa maktutövningen påverkas ett helt folkslag, amerikanarna, eftersom de lever i en värld där kapitalism, politik och det sociala blir till ett och influerar alla samhällskikt, till att till slut bli ett särdrag i USA. Syftet är att framställa detta med hjälp av frågeställningen; hur används religionen som ett maktmedel i USA? Det kommer att belysas; hur man använder sig av medel som rädsla, tradition, politik, meningssökande med mera för att rekrytera amerikanen till att bli religiös, för att skapa sig en egen förmögenhet eller sitt egna religiösa imperium. Med en tillräckligt god retorisk förmåga och en karismatisk utstrålning kan auktoritära personer i USA påverka och influera - personer, samhället och grupperingar - med hjälp av religionen, för egennyttiga ändamål. Detta är enkelt för kritikern att se, men tyvärr inte för den religiöse amerikanen som lever mitt i det. Vidare finner man att detta grundas i en inbyggd religiös mentalitet som härleds från gamla tider och att det amerikanska samhället är uppbyggt på detta, vilket sedan kan användas som ett maktmedel. Man kan konstatera att VI och DE fenomenet är en avsevärd och viktig komponent i detta maktspelet och är även amerikanens rädsla, mer eller mindre. Individen vill inte hamna utanför samhället som det socialiserats in i och är därför präglad av detta och kan därmed identifiera sig utefter det. Detta blir således ett tillstånd i vilket amerikanen finner sin trygghet, vilket oftast är en religiös sådan.

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Larson, Bruce E. "Teachers' conceptions of discussion : a grounded theory study /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7682.

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Drouin, Steven D. "Secondary Education Social Studies Teachers' Perceptions of Detracking." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567910.

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Detracking is an often misunderstood and ill-characterized education reform movement in the United States. Yet, as public educational spaces become more diverse, the relevance of detracking as a viable solution increases. However, secondary education teachers today are often ill-prepared to implement detracking. The purpose of this study was to better understand how secondary education social studies teachers develop perceptions of detracking. In this study, I collected four secondary education social studies teachers’ life stories. These life stories were synthesized into case study narratives and a cross case analysis to understand how these teachers developed perceptions of detracking. I found a teacher’s orientation towards social studies influenced their perceptions of detracking, but was limited by external factors such as training in heterogeneous instruction, misconceptions of detracking, and critical reflection. I also reaffirmed detracking as a complex/complicated concept and call to the field of education to expand discipline specific critical reflection and training in heterogeneous instruction. Keywords: Detracking, Social Studies, Secondary Education, and Narrative Inquiry

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Fredriksson, Madelene. "Doktrinen som religion – En undersökning om doktrinens kvalitet." Thesis, Försvarshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6211.

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There is an ongoing discussion about what purpose doctrines should serve in military organizations. For this reason, it becomes difficult to identify by what standards doctrines should be evaluated. This paper is based on Jan Ångström and Jerker Widén’s theory that suggest that the doctrine should be understood as a religion or in other words - a set of beliefs. Using this constructivist interpretation, one can easier identify criteria of a good doctrine, thus making it easier to evaluate it. Following this understanding, Ångström and Widén have developed a set of quality standards that are used in this survey to measure the quality of the Swedish Military doctrine. A questionnaire was sent out to Swedish officers in order to answer the question of how good the quality of the Swedish doctrine is. By using this quantitative method, the results indicate that the Swedish doctrine fulfils some of these quality standards, while other qualities are not met. To draw more definitive conclusions, further research is needed. Nevertheless, the result of this study indicates that although there are diverse opinions, there are parts of the doctrine that exhibit good quality. Doktrin, Religion, Kvalitet, Kvalitetstandarder, Ångström, Widén

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Kim, Jung-Ok. "Roles of native and non-native teachers in test-preparation courses in Korea: teachers' and students' perceptions." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32406.

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This exploratory qualitative study explores issues related to native and nonnative English teachers about their roles in test-preparation courses (TPCs) in the context of Korean English education where tests have an enormous impact on learning and teaching. My goal is to examine the perceptions of native and nonnative English teachers, and Korean junior-high school students of teachers' roles in the context of recently adapted TOEFL courses. I collected data for a two-month period in Korea in 2008 through open-ended interviews with students and teachers, field notes of class observations, informal conversations, and school documents such as student report cards. These major stakeholders seem to perceive that Korean English teachers play a major role and native English teachers play a minor role as disciplinarians, facilitators and language experts in TPCs. Through the interviews and observations, other issues emerged, such as teachers' and students' dilemmas, a role of homework and students' investment in learning and teacher's classroom management which influenced students' attitudes toward learning English. These emerged issues may prevent teachers from performing beyond the expected major and minor roles in TPCs. The data suggest that both native and non-native teachers are required to develop their strengths through communication and collaboration in order to perform confident roles in TPCs. Data also suggest that teachers need to support students in TPCs to achieve high- English competence not only on high stakes tests but also in the context of real world communication and situations. Cette thèse analyse la question concernent le rôle des professeurs anglophones et non anglophones de TOEFL dans le système coréen. Dans ce système, les examens ont beaucoup d'impact sur l'enseignement et l'apprentissage. Le but de cette étude est d'examiner les perceptions des parties concernées : les professeurs anglophones et non anglophones ainsi que les étudiants dans les écoles secondaires en Corée. Les données ont été collectées à travers des entretiens avec des professeurs et des étudiants, des bulletins de classe et des conversations informelles; et ce pendant une période de deux mois. Les professeurs et les étudiants s'entendent que le rôle des professeurs coréens est beaucoup plus important que celui des professeurs non coréens, notamment en tout ce qui a trait à la discipline, la facilité de l'apprentissage et les cours de TOEFL. Pendant les entretiens et les observations, d'autres problèmes tels que les devoirs à la maison, l'implication des étudiants et leur attitude en classe, ont émergé. Ces problèmes sont à même d'entraver les enseignants à aller au delà de leur objectif dans les classes de TOEFL. L'étude révèle que les professeurs anglophones et non anglophones doivent améliorer leurs potentiels de communication et de collaboration afin de mieux accomplir leur rôle dans les classes de TOEFL et aider les étudiants à atteindre un bon niveau de compétence en anglais, non seulement pour le TOEFL, mais aussi pour la vie courante.

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Hinch, Steven W. "Stages of concern and frequency of use of computer-based resources by middle school social studies teachers /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999298.

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Kryger, Kristina, and Petra Landerberg. "”Man vet ju aldrig…” Om religion och religiositet i dagens Sverige." Thesis, Kristianstad University College, Department of Behavioural Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3605.

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Uppsatsens syfte har varit att belysa religionens funktion i avreligioniserade människors liv och dessutom att försöka utröna huruvida religionen i dessa människors liv har ersatts och hur de eventuella religionsersättarna i så fall ser ut. Vi har fokuserat på Sverige och Svenska Lutheranska Kyrkan med dess kontinuerligt reducerande medlemsantal. Den empiriska undersökningen har utgjorts av kvalitativa intervjuer med icke aktiva medlemmar och med präster i Svenska Kyrkan. En litteraturstudie har också genomförts. Resultatet av studien indikerar att religionsersättare finns och att de i viss mån ersätter religion i människors vardag. Indikationer finns också på att religiositeten hos människor inte längre är bunden till den traditionella religionen, men att den i sig inte har ersatts.

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Day, Lori. "Personal interest in history and the social sciences and attitudes toward teaching in secondary social studies teachers." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Hansson, Alexander, and Kristina Broqvist. "Teachers’ perception of extramural English as lesson content." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29598.

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The following study investigates teachers’ perception of extramural English (EE) activities as an in-class learning material connected to pupils’ motivation to speak English. We have witnessed during our teacher training program pupils being reluctant towards English speaking activities in school. Consequently, we questioned the use of textbooks as a basis for learning material rather than incorporating pupils’ EE activities they engage in on a voluntary basis into the classroom. Therefore, with this study, we examined two teachers that incorporate EE as a learning material within an English as a foreign language classroom. The results show that an EE teaching practice is likely to endorse pupils’ motivation to speak English, their linguistic confidence, as well as lower speaking anxiety. The results also highlight a teaching concept grounded on familiar contexts to the pupils, but not always involving their EE activities. Therefore, a fusion between EE and areas familiar to the pupils’ resulted in EE as In- Class Activities (EE-ICA) classifications. From these results, EE-ICA could be divided into four categories: Primary EE-ICA, Secondary EE-ICA, Tertiary and non-EE. However, the result imply that lesson tasks based entirely on EE activities may be difficult to achieve and not beneficial for all pupils. Nonetheless, lesson content that involves EE activities the pupils can relate to could be a well-functioning base for increasing pupils’ motivation to speak.

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Po, Sum-cho. "Value education in social studies for primary schools in Hong Kong : a study of the different approaches used by teachers of social studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531696.

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Gustafsson, Carina. "Religion till salu! En studie om försäljning av indiansk andlighet inom New Age-rörelsen." Thesis, Kristianstad University College, Department of Behavioural Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3949.

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Syftet med uppsatsen är att belysa de problem som har uppstått då indiansk andlighet har blivit en vara som produceras och konsumeras inom New Age rörelsen. Studien har genom-förts genom att tillämpa kvalitativ textanalys på insamlat material mestadels från Internet. Det insamlade materialet består av annonser där man säljer olika former av indiansk andlig-het. Material som berör indianernas motstånd mot försäljningen av deras andlighet har också insamlats från Internet. Analysen av texterna visar att det framkommer stereotyper i annonse-ringen inom New Age, vilket blir ett problem för indianerna i form av tillskriven identitet. Det framkommer också av texterna att försäljningen av indiansk andlighet inte bara är ett problem inom New Age utan att det även finns indianer som säljer religion.

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NguyenGUYEN, Tong Ba. "Second-Grade Teachers' Brain-based Teaching Strategies for Struggling Readers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5385.

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In the era of this 21st Century, there are numerous known and unknown causes of reading impairments which have destructively affected elementary school students. Some causes are linguistic, and others are nonlinguistic. Lack of research on how previous teaching methods and experiences in implementing brain-based teaching (BBT) strategies became critically important, and were the concerns for this study. Developed by Hart's brain-based learning (BBL) theory together with other BBL theorists such as Jensen and Caine, the purpose of this qualitative study was to observe and explore the implementation of BBT strategies from 4 distinct second-grade participant teachers/subjects, located at the school district of a southwestern state. With the research questions focused on brain-based knowledge, BBT paradigms and brain-based implementation of teaching strategies, data from the cross-case synthesis and analyses of participant subjects' interviews, classroom observations, interactive journals, and other sources related to the study were processed and analyzed to address the research questions. Findings indicated that participant subjects perceived positive experiences of the implementation of BBT strategies in a way that enhanced their teaching qualities and improved students' reading impairments. The results of this study will likely contribute to positive social change by raising awareness for effective teaching and learning as well as promoting implementing BBT strategies in all teaching and learning environments. The results of this study may promote positive change in education, aim to improve brain-based teachers' enthusiasm and self-efficacy, and reduced students' reading impairments.

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Al-Nofli, Mohammed Abdullah. "PERCEPTIONS OF SOCIAL STUDIES TEACHERS ABOUT SOCIAL STUDIES GOALS AND CONTENT AREAS IN OMAN." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777641&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009. "Department of Curriculum and Instruction." Keywords: Citizenship education, Curriculum development, Global education, Oman, Social sciences, Social studies, Social studies teachers. Includes bibliographical references (p. 114-126). Also available online.

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Chen, Hsiu-ling. "Teacher planning : social studies teacher in Taiwan /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Gopal, Manjari. "Cognitive processing patterns in the production of metaphors by in-service teachers in the sciences and social sciences." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6842.

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The purpose of this exploratory study is primarily to identify and examine the processes and patterns that are employed by Secondary and Intermediate school teachers in the production of metaphors. The research objectives that were explicitly explored were: (1) the examination of the characteristics of the statements produced as metaphorical descriptions by Secondary and Intermediate school teachers. (2) the exploration of the differentiating characteristics of the statements that discriminate between the Secondary and Intermediate school teachers across gender and domain of specialization. (3) the identification of the cognitive processes that were employed in the production of metaphors by groups of Secondary and Intermediate school teachers differentiated by gender and specialization. (4) the identification of the distribution patterns of cognitive activity or global strategies that were observed for the groups of Secondary and Intermediate school teachers, differentiated by gender and domain of specialization. The development of a coding grid for idenfying the cognitive processes utilized by the participants help in the categorization of the data into 29 activities grouped into six episodes. A classification scheme to examine the nature of the descriptive statements made provides three types of statements (Structural, Functional and Evaluative), that are analyzed for five levels of complexity of mapping (ranging from Basic to Complex). The categorization of the cognitive processes utilizing the specific coding grid developed and the classification of the metaphorical statements are qualitatively analysed. This is followed by a quantitative analysis of the stimulus-topics and the targets which are further analyzed for patterns of observations across gender and specialization. While some differences in the categories of statements produced can be ascribed to gender and specialization differences, other variables that influenced the task performance were contextual. The format of presentation of stimulus-topics (visual-verbal) and the types of verbal stimuli presented: abstract and concrete forms of nouns and adjectives affected the types of "targets" used and also the types and categories of statements produced. The frequency and duration of episodes were extracted through 'process strips' to analyse the distributions of occurrences. "Participant profiles" that show the global strategies used by each participant are then obtained. These profiles can be used as a diagnostic tool in the classroom since it can help in the identification of the weaknesses and strengths in an individual's profile, particularly when the absence or limited use of certain cognitive activity is observed in the profile. Intervention measures can be planned to remedy and compensate for any limitations in processing activity observed in the profiles. Other implications of this study include the recognition of the important role played by personal experiences for producing figurative language. The need to include the students own experience in the classroom are stressed. (Abstract shortened by UMI.)

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Stephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.

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This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.

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Hooft, Mark A. van't. "The effect of handheld technology use in pre-service social studies education on the attitudes of future teachers toward technology integration in social studies." Connect to resource online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1120662308.

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Thesis (Ph.D.)--Kent State University, 2005. Advisors: Alicia R. Crowe, Shawn Fitzgerald. Keywords: teacher education; mobile computing; handheld computing; social studies education; attitudes. Includes survey instrument. Includes bibliographical references (leaves 102-128). Also available via the World Wide Web.

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Chandler, Patricia Mae. "Initial implementation of standards-based social studies : the experience of two fifth grade teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7883.

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Esselius, Sonja. "How do religion and a religious dialogue foster social cohesion? : A study of the Inter-religious Council of Stockholm." Thesis, Uppsala universitet, Teologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413327.

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Europe has in recent years recognized the need of the inclusion of religions in the dialogue on social cohesion and building of its future. Analysts of the interreligious dialogue suggest that understanding the process of it may be helpful to both the initiators of such conversations as well as all the participants. The idea of different religions working together raises some questions. One of the first questions asked is whether interreligious dialogue really works. How can diverse religions dialogue when there are disputes even within the same religions and within their branches? The understanding of the process offers a better chance of such dialogue being successful and useful for the building of the world we live in. This thesis explores interreligious dialogue by looking into the interreligious council of Stockholm, which currently includes eighteen different religions, representing some of the city’s diversity, its thoughts and culture. For the analysis, we will use Orton’s discussion and recommendations. In his “Interfaith dialogue: seven key questions for theory, policy and practice” (2016), Orton considers many of the nuances involved in such dialogue. Questioning and reflections allow for the observations and insight into the complexities of interreligious dialogue which provides for better understanding of the process included. Theories and angles consider social and psychological elements, as well as religious concerns. Using qualitative research, coming from the interpretive paradigm, this thesis analyses how interreligious dialogue works within a local interreligious council. Analysing the reflections and answers of the respondents, we find the answers to some of the questions given by Orton and reflect over the practical understanding of the theories we looked at.

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Ross, E. Wayne. "Becoming a social studies teacher : an investigation of the development of teaching perspectives among preservice social studies teachers /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392303350.

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Ramos, Nancy, and Jessica Chavez. "FACTORS OF RESISTANCE: SPIRITUALITY AND RELIGION IN SOCIAL WORK PRACTICE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/870.

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The discussion of spirituality and religion (S/R) in social work is a prevalent topic within the field. Literature suggests that social workers do not feel competent or comfortable discussing or utilizing S/R in practice. This study focused on identifying factors that may be causing resistance in social workers from the Inland Empire of Southern California towards addressing S/R with their clients. The researchers interviewed eight social workers from diverse areas of practice via telephone and in-person. Data was collected via audio-recording and later transcribed for thematic analysis. Participants were asked an array of questions including their own experience with their spirituality and current comfort level with asking their clients about S/R. Through the findings, it appears that social workers’ comfort level stems from various aspects including a sense of unease regarding their knowledge on various belief systems. The results indicated that once clients are asked about their spiritual and/or religious beliefs, clients are able to engage in a discussion about their definition of their own beliefs and determine the direction of the topic.

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Ambjörnsson, Larson Charlotta. "Den allvarsamma leken - förskolepedagogers syn på den fria lek. The serious play - preschool teachers’ views of active play." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36482.

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Mitt examensarbete behandlar förskolepedagogers syn på den fria leken. Problemet är ofta vad pedagogerna ska lägga i ordet fritt. Jag har dock kommit fram till att de flesta förskolepedagoger är relativt samstämmiga vad gäller friheten kontra de regler som behövs i den fria leken, men att det finns oenigheter om t.ex. var man ska dra gränsen när barn leker krig och hur tillåtande man ska vara när det gäller de mer fysiska lekarna, som att springa och jaga varandra, brottas och när barnen, enligt pedagogerna, är högljudda.Jag har valt att använda mig av kvalitativa intervjuer som metod i mitt examensarbete och spelade in intervjuerna, med sex förskolepedagoger, på min Iphone 5, för att sen skriva ner dem ordagrant och efter det övergå till att sammanställa resultat och analysera intervjuerna. Jag har analyserat intervjuerna utifrån mina frågeställningar:> Vad innebär fri lek i förskolan, enligt pedagogerna? > Vad anser pedagogerna att syftet är med den fria leken?> Vilka regleringar finns kring fri lek och vad kan dessa innebära?I mina teoretiska utgångspunkter vid analysen har jag använt mig av såväl Vygotskij och Dewey, som av moderna forskare som Pramling Samuelsson och Knutsdotter Olofsson.Efter att ha gjort detta arbete har jag kommit fram till att samtliga pedagoger ser den fria leken som det viktigaste på förskolan. Pedagogerna ser det som mycket viktigt att alla barn är aktiva i den fria leken. De barn som inte är lekkompetenta, ska med hjälp av pedagogerna introduceras i fria leken och successivt klara av att ta sig in och stanna kvar i fria leken. Något annat jag sett i min studie är att pedagogerna gärna vill ha ett öppet och tillåtande förhållningssätt, men att det trots detta finns en hel del lekar som pedagogerna stoppar eller indirekt styr barnen från.

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Davis, Charlie. "In pursuit of a narrative pedagogy : a study with primary school teachers." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51494/.

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Within cultures, some narratives of everyday life are elevated to positions of canonicity, whereby they are tacitly accepted as common-sense accounts of everyday shared realities. Such narratives can often perpetuate norms, rituals and values which sustain perceptions of sameness and otherness at intra and inter-group levels. My interest in this theme developed out of my personal experiences growing up in a Protestant community in rural Northern Ireland during the Troubles; a period of sectarian conflict officially lasting from 1969 to 1998. Through cultural forms such as traditions, school curricula, folklore and family, narratives circulated which sustained powerful sectarian representations of ‘Us’ and ‘Them’. Such dominant narrative forms had the power to silence other narratives which challenged their authenticity as universal folk theories explaining why the social worlds people lived in were organised as they seemed to be. Although this work has its roots in my life history, it was not possible for me to pursue a doctoral study exploring these issues in Northern Ireland. Therefore, I worked with a group of primary school teachers because I considered their lives to be rich in dominant, secret and resistance narratives. This study sits across a range of disciplinary areas where concepts of narrative inform the means, the object and the product of the inquiry. Theories articulating the narrative construction of everyday realities and the value of narrative pedagogies were key in framing the pedagogic and methodological focus of the study. I drew on the work of Jerome Bruner to develop a theoretical framework within which to articulate the aims and focus of this study. I looked to scholars such as Ivor Goodson to develop a conceptual understanding of how a narrative pedagogy might be mobilised as part of inquiries exploring people’s everyday lived experiences. Working with these sources and empirical studies discussing the creation of counter storytelling spaces, I pursued the key pedagogic principle of narrative disruption. I did so to prompt the teachers to consider constructing alternative narratives about their lived experiences in response to narrative forms presented to them as dominant representations of teachers’ lives. The study took place in a primary school, which I have given the pseudonym Midview Primary School, in the Midlands of England. Over a five-week period, the teachers participated in weekly sessions, scaffolding their capabilities to use different digital resources to create alternative narrative representations of key incidents from their lives. I generated data through participant observations, post-session feedback questionnaires, participants’ final narratives, mind maps and semi-structured interviews. Through a reflective analysis of the data, one which accounted for my position in the inquiry, I found that while the participants valued having a space in which to talk about their lives as teachers, they were reluctant to challenge narratives presented to them as dominant representations of their lives. The inquiry space became an echo chamber where dominant narrative themes of oppression, self-sacrifice, stoicism, and altruism were reproduced to guard against perceived external interference from performative bodies. I discuss how social dynamics within the group, residual traces of the work day and my positionality as someone known to the group made the creation of alternative narratives difficult. The thesis ends with a critical reflection aimed at articulating how outcomes from this study will inform future similar studies. By way of proposing a revised pedagogic rationale, I have imagined how this might look in a Northern Irish context, seeking to challenge canonical narratives sustaining sectarian division. This ‘imagining’ takes the form of two narratives: one depicting an account of the study using the original approach I took with the teachers and the other representing experiences based on a revised approach informed by the outcomes of this study.

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Makki, Inaya, and Oskar Bjorsing. "Hur planerar fritidspedagoger sin undervisning utifrån barns delaktighet? How does after-school teachers plan thier teaching from childrens participation?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33729.

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Syftet med detta examensarbete är att undersöka pedagogers syn på deras arbetssätt med barns delaktighet och inflytande. För att uppnå vårt syfte har vi använt oss av följande frågeställning:•Hur planerar fritidspedagoger sin undervisning utifrån barns delaktighet?För att undersöka arbetet så använder vi oss av kvalitativa intervjuer med fyra pedagoger på olika skolor. Alla pedagoger som vi intervjuade jobbar inom fritidsverksamheten. Vårt resultat visar att alla pedagogerna på de olika verksamheterna arbetar utifrån barnens intresse och delaktighet. Pedagogerna arbetar med barnen på olika sätt genom att låta barnen bestämma över hur deras verksamhet ska se ut, pedagogerna låter även barnen får välja vilka aktiviteter de är intresserad i att göra. Genom elevråd så får alla barnen vara med och påverka deras verksamhet, där både pojkar och flickor får vara med. Val av aktiviteter är ofta anpassade efter ålder men här kan även barnen leka tillsammans eller själva. Detta görs genom att pedagogerna dokumenterar och samtalar med barnen som sedan följs upp för att förbättra verksamhetens kvalitet.

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Pulinska, Sylwia. "Tre undervisningssituationer i ämnet Religion i åk 5." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34876.

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Syftet med mitt examensarbete är att få insikt i hur eleverna lär sig under olika undervisningssituationer och vad de lär sig i ämnet religion. Samtidigt få veta om barnen reflekterar över och har tankar kring deras inlärning och kunskap och vad som påverkar dessa.Min huvudfrågeställning är: Hur uppfattar elever i åk 5 att de lär sig vid olika undervisningssituationer i ämnet Religion. Mina underfrågor är: ·Vad beskriver eleverna att de lär sig?·Hur beskriver eleverna att de lär sig?Jag har använt mig av aktionsforskning, observation samt av kvalitativa intervjuer och fotografier. Jag planerade och genomförde undervisningspassen och samtidigt observerade eleverna d.v.s. var en deltagande observatör. Jag fotograferade även eleverna under undervissningspassen och använde mig av dessa under intervjuerna som genomfördes efter varje pass. Utifrån mina frågeställningar visar resultatet att:·Eleverna lär sig kunskap de själva på något sätt kan mäta; känna eller se t.ex. genom ett prov eller användning av det. På vilket sätt eleverna kunde mäta det de hade lärt sig berodde på undervisningstillfällena och vad de lärt sig. ·Eleverna lär genom att se, höra och göra, med andra ord, genom det visuella, auditiva och kinestetiska sättet. Förekomsten av dessa beror på individen men även på undervisningssituationen, vilket betyder att eleven kan anpassa inlärningssättet till situationen. Lustfullt lärande var viktigt för eleverna och med pauser påverkade deras arbete och lärande mycket positivt, fastän de själva inte alltid var medvetna om det.

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Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.

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Siegel, Bradley Charles. "Elementary teachers' conceptions of listening." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704530.

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This research study investigated five elementary teachers' conceptions of listening positioned across a complex and diverse state of dialogue. Social studies educational researchers have promoted democratic discourse in various studies aimed at preparing teachers to cultivate active student citizenship. The absence of careful attention to the multifaceted dimensions of listening is a notable gap in current extant research related to classroom discussion. Educational philosophers, alternatively, have argued for the moral and intellectual virtues of listening on equal grounds to its dialogic counterpart: speaking. I synthesized writing from various fields and categorized listening into two broad domains: thin and thick listening. Thin listening, widely conceptualized in education, is further characterized as obedient and attentive listening. Deeper notions of thick listening fall into the subcategories of democratic, relational, and pedagogical listening. Hermeneutic phenomenology is the research methodology guiding the methods and interpretative analyses undertaken in this study. Applying principles from phenomenologist Max van Manen, I framed interview questions for teachers to reflect on the nature of listening in their classroom and everyday experiences. I read and listened to the interview transcripts and recordings numerous times with openness and wonder, yet with an understanding that interpretation is never free from judgment or situated perspective. Findings revealed elementary teachers conceptualized listening under thicker terms when engaging in reflective analysis, although thin listening ideas remained present at times in their thinking about students, the classroom, and dialogue. This study arranged thick listening findings into four broad themes: a) listening to specific students activating new ideas about listening, b) the dynamic relationship between listening and being listened to, c) the connection between speaking, thinking, and listening (interlistening), and d) disturbed notions listening. The conceptions teachers disclosed are significant to elementary educators and researchers in social studies teacher education because thin notions prevail unchallenged, thus rendering an unbalanced and incomplete view of classroom dialogue. Inquiry into the nature and process of listening can inform future studies related to common classroom discussion frameworks, such as Structured Academic Controversies (SACs), that social studies researchers value in civic education.

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Adkins, Philip H. "Perceptions of pre-service elementary teachers about social studies instructional activities and content areas." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=786.

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Thesis (Ed. D.)--West Virginia University, 1999. Title from document title page. Document formatted into pages; contains viii, 115 p. : ill. Includes abstract. Includes bibliographical references (p. 77-83).

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Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.

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Thesis (Ed. D.)--Illinois State University, 1995. Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.

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Hess, Diana. "Discussing controversial public issues in secondary social studies classrooms : learning from skilled teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7549.

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Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Croxall, Kathy C. "Family and Consumer Sciences Preservice Teachers' Computer Technology Preparation." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2540.

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The purpose of this study was to investigate and analyze the preparation of Family and Consumer Sciences (FACS) preservice teachers to teach FACS content using computer technology, a study that had not previously been undertaken. The focus of the study was FACS methods classes and activities, as reported by FACS teacher educators. A survey instrument was developed to determine how computer technology is incorporated into, modeled by the teacher, and required of students in FACS methods courses. The support FACS teacher educators receive from their college or university for teaching with technology, teacher educators' perceived computer skill and comfort levels, and importance placed by teacher educators on technology in secondary and college methods courses were also investigated. Respondents were asked their knowledge of the International Society for Technology in Education technology standards for teachers and their perceptions of preservice students' abilities to meet those standards. The survey was prepared in both printed/mailed and on-line formats to investigate the reliability of using the Internet to conduct survey research with this population. The survey was sent to 208 teacher educators nationwide and information was obtained from 86 respondents for a 41% response rate. Eleven research questions were answered. FACS teacher educators felt the inclusion of computer technology in both secondary classrooms and their own classrooms was important. While the majority reported average computer skills, they expressed confidence in their ability to teach and demonstrate technology in the classroom. FACS teacher educators were not aware of the ISTE standards but still rated their preservice students high on most standards. Four hypotheses were tested. No differences were found in reported preservice student computer technology abilities and characteristics of the college or university, FACS department, or teacher educator characteristics. There were no differences in responses and characteristics of teacher educators who completed the survey in the print/mailed format and those completing it on-line. Statistically significant differences were found in response rates for printed/mailed versus on-line surveys. FACS teacher educators were more likely to return surveys they received through the mail than complete surveys available on-line. Implications for teacher educators, administrators, and professional organizations are drawn.

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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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Makowy, Laurence. "Factors Affecting Second Language Acquisition: : An examination of the learning strategies that native English speaking teachers employ to assist with language difficulties abroad." Thesis, Linköping University, Department of Behavioural Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52216.

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This paper addresses second language acquisition with a focus on the learning and coping strategies that native English speaking teachers employ to assist with language learning when they move abroad. Learning techniques that have proven successful with the participants in the study will also be examined.Germany has a number of international schools (encompassing both primary and secondary) employing English speaking teachers, the majority of whom cannot speak German. As one needs to communicate with others for any number of reasons in today‘s society, this can lead to communication problems. Factors such as differing levels of motivation to learn German and barriers to learning seem to be unique for each study participant.Qualitative personal interviews were used for data collection. The findings indicate that learning German through courses, books, and tapes helps. There are also affective aspects which influence how successful one is in acquiring a second language, such as personality, motivation, and whether it is a priority for the learner to be able to fully participate in German culture.

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Mbillah, Charity Lamisi. "Prosperity gospel and adherent social mobility in Ghana." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8552/.

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In Ghana Neo-charismatic Churches are non-denominational mainly indigenously founded churches that propagate the Prosperity Gospel to their followers. Drawing on a symbolic interaction framework this study explores adherent (church member) perspectives on how they construct the link between the Prosperity Gospel and their own prosperity (social mobility). Symbolic interaction concepts of symbols, meanings and reflected appraisals are employed in the analysis. In all six symbolic categories: the mainstream, automatic, transcendent, pragmatic, founding father and member networks plus fifteen symbolic constructions arising from these categories are identified. These symbolic categories and constructions are employed in the meanings that adherents attribute to social mobility, the actions that they engage in and in the formation of their self-concepts through reflected appraisals. The analysis shows that these categories and constructions inform adherent attitudes and actions towards social mobility.

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Einerth, Mats. "How does the teachers of business economics develop their competence?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29859.

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I detta arbete belyses kompetensutveckling bland lärare i företagsekonomi och hur dessa lärare utvecklar sin ämneskompetens. Bakgrunden är att lärare har allt mindre tid över för kompetensutveckling, samtidigt som kraven på en uppdaterad undervisning ökar. Syftet med studien är att undersöka hur och på vilket sätt lärare i ekonomi kan utveckla sin ämneskompetens i undervisningssituationen. Hur ser lärare på sin kompe-tensutveckling i ekonomi, mot bakgrund av de krav ett föränderligt samhälle ställer? I vilken form vill läraren kompetensutveckla sig i? Resultaten av mina intervjuer visar att lärarna vid de fristående gymnasieskolorna, hade mer tid och ekonomiska resurser för att delta i kompetensutveckling. Lärarna vid de kommunala gymnasieskolorna var mer pressade av begränsade resurser i tid och pengar, samtidigt som de uppgav att om de önskade kompetensutveckling var det ofta svårt att genomföra, då problemet var vem som skulle ersätta dem eftersom det saknades vikarier. Flera av respondenterna yrkar på att mer resurser avsätts för kompetensutveckling, och det finns en stor skillnad mellan gymnasieskolorna. Resultatet visade också att intern kompetensutveckling som genomförs för lärare i grupp på skolan, kan vara framgångsrik. Kunskapen finns ofta att hämta inom gymnasieskolans väggar, i form av andra lärares kompetens, som kan bidra till kollegornas kompetensutveckling. The methods of competence development among the teachers of business economics in an enviroment where the time is more and more limited.

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Ander, Mattias. "Läromedelsanalys i religionskunskap, utifrån Lpo-94." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28431.

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SammanfattningSyftet med detta arbete är att försöka reda ut huruvida de tre läromedlen jag valt att analysera lever upp till vad Lpo-94 har som mål. Jag har fått fram resultaten genom att göra en analys av tre läromedel i ämnet religion för år 4-6. Två av läromedlen, Religion och liv (1986) samt Religion (1993) är båda böcker skrivna innan Lpo-94 började gälla, den tredje boken Religion (2005) Den tredje boken är en referens till de båda andra böckerna. Detta då den är skriven efter Lpo-94 och borde då sålunda kunna ge eleverna de verktyg och kunskaper som efterfrågas i Lpo-94 samt att den kommer att analyseras med samma verktyg och på samma sätt som de andra böckerna.I resultatdelen kommer jag påvisa hur läromedlen inte helt lever upp till vad Lpo-94 vill att läromedlen ska göra. Nyckelord; läromedelsanalys, religion

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Gaylord, Wendy A. "Reformasi and teachers' implementation of civic education in West Sumatra, Indonesia." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344624.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008. Title from PDF t.p. (viewed on Oct 30, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0527. Adviser: Margaret Sutton.

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Desai, Amar Dasrath Jayant. "Politics and religion : the need for an overlapping consensus (an exemplar from the Hindu tradition)." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10021968/.

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This Thesis examines the consensus Hinduism in India shares with the ideology of liberal pluralism, and applies these reflections to religious education in the English context. The Rawlsian theory of justice models the political structure of a liberal plural society. Insights from communitarianism, relativism and Alasdair Maclntyre, are critically assessed and used to enlarge this model. Further, Carol Gilligan and Tom Kitwood emphasise that moral citizens in a plural society need, and must provide, a caring and open environment. The overlapping consensus across liberal pluralism and the Hindu tradition is assessed at the (i) theological and (ii) empirical levels. (i) Vedantic concepts are formulated to highlight a potentially strong consensus across Vedantic and liberal viewpoints. The presentation of God as a caring and egalitarian mother is emphasised. (ii) A landscape survey (sample size 550) was conducted to help focus the case-study investigations. Case-studies of four Indian young Hindus studied attitudes towards pluralism through discussions on Ayodhya 1992. The minute sample size of the casestudy meant that this data could not, in itself, justify inductive generalisation. Nevertheless, the case-studies did highlight some important and disconcerting voices, and did not contradict the conclusions from the larger landscape survey. The data warns that contemporary sentiment may be incongruent with the potentially strong consensus across liberal pluralism and Vedantic theology. The conditions responsible for this are explored. It is suggested that a combination of secularism and the exclusion of religious education from State education has contributed to ignorance of liberal theological imperatives and reinforced the communal isolation between the Hindu and Muslim communities. Amongst Hindus, this has caused suspicion and illiberal attitudes. The lessons from India are applied to the English plural situation. Juxtaposing Rawlsian theory aside recent pragmatic initiatives, a model for religious education suitable for the perpetuation of a liberal pluralism is proposed. This Interface Approach Towards a Liberal Indigenous Charter (IATaLIC) model respects liberal justice but recognises the classroom educator's limitations in motivating young persons with a strong religious identity towards a liberal disposition. Equally problematically, traditional religious leaders and scholars within the community may not care for justice. Hence the classroom religious educator, sympathetic towards both the liberal and traditional agendas, must work with the community leaders and scholars. Educators must encourage these personnel to excavate liberal principles from their religious texts, and then evangelise these principles throughout their community. Then, justice will be met and communal integrity maintained. Communal tension in India may be due to a liberal State prohibiting such an approach. In England, opportunities do exist for education to establish a consensus across religious and liberal viewpoints. Such opportunities should not be neglected.

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Mason-Wilkes, Will. "Science as religion? : science communication and elective modernism." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/109735/.

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My central concern in this thesis is how science should be understood by the public. I argue that science should be understood, and valued for, the formative aspirations of the scientific community. The formative aspirations of the scientific community are the values members try to uphold as members of the group, even when this is not always possible. These aspirations are constitutive of the scientific ‘form of life’. I argue that science and religion are distinct forms of life, and through their formative aspirations can be differentiated from one another. Drawing on the theory of Elective Modernism (Collins and Evans 2017), I argue that the formative aspirations of science overlap with democratic values. Media representations of science shape public understanding. Non-fiction television is a ubiquitous and trusted medium for the communication of science. Non-fiction science television programme makers were interviewed to understand the process of science television production: the pressures, tensions and constraints inherent to this process. I analyse representations of science in British non-fiction television programmes and argue that a ‘religious’ portrayal of science can be identified in some programmes. I identify a contrasting ‘secular’ portrayal of science in other programmes. The religious portrayal presents science as providing a definitive creation narrative. In this portrayal scientific knowledge is presented as a set of certain and immutable truths which are revealed by nature with little or no human intervention. In this portrayal science is presented as providing meaning. The secular portrayal’s representation aligns more closely with a sociological understanding of science. In this portrayal scientific knowledge is represented as requiring human skill to produce and as being subject to change, revision and debate. Science in this portrayal is represented as producing both positive and negative outcomes for society. From the perspective of Elective Modernism, if citizens are to properly understand, engage with and value science they need an understanding informed by sociological conceptions of science which emphasise science’s formative aspirations as its defining characteristic. The requirements for the production of an ‘elective modernist’ portrayal of science, one which foregrounds the formative aspirations of science, are discussed. The problematic consequences of the religious portrayal of science are laid out. Presenting science as a religion disguises its formative aspirations. This provides an inaccurate picture of how science works and a widespread (mis)understanding of science as a religion would undermine democratic society.

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Radojevic, Therese. "Gender in school - An investigation on teachers’ views and work with gender." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32499.

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This degree project investigates teachers’ views regarding issues of gender in school. The main questions in this study are: To what extent do some teachers of English take gender into account in their teaching and how do they define gender? What are the same teachers’ views on gender roles, gender pedagogy and equality work in school? I also want to take a closer look at teachers’ thoughts regarding boys’ poorer results in school. Research and PISA-reports show that girls outperform boys, irrespective of ethnicity and class. Since my interest has been to gain insight into teachers’ daily work concerning gender I decided to base this degree project on questionnaires and interviews with teachers working at secondary school. I have also placed my study in the context of previous research on gender pedagogy and equality work. The findings of this project imply that gender pedagogy not always is a natural part of teachers’ work in classroom, but there is awareness and the teachers I interviewed had a wish to get more time for these issues. Keywords: Gender equality, gender pedagogy, gender role, gender awareness.

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Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.

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This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.

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Arblaster, Wes J. "Mysterious exchange religious economy and the economics of religion /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Marriott, Therese. ""Kärt barn har många namn" - En studie om förskollärares uppfattningar och språkbruk kring inkludering "A beloved child has many names" - A study about preschool teachers views and language use concerning inclusion." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35247.

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Denna studies syfte inriktar sig på förskollärares uppfattningar och språkbruk om begreppet inkludering. Fokus ligger även på deras resonemang om inkludering enbart kommer med möjligheter eller om det även finns hinder. Intresset för att utföra denna studie låg i att jag kunde urskilja en viss vaghet gällande inkludering och vad det faktiskt innebär för några förskollärare. Metoden som användes var kvalitativa fokus- och djupintervjuer med verksamma förskollärare. Tre sätt att tala om inkludering identifierades och dessa var ”avgränsning”, ”delaktighet” och ”vaghet”. Diskursanalys användes som ett verktyg för att analysera materialet. Resultatet visade att det inte riktigt är möjligt för förskollärare att ”köpa” styrdokument och policytexter rakt av. Det behövs både relevant fortbildning och utbildning samt att dessa dokument alltid måste bearbetas, tolkas och utsättas för kritisk granskning och reflektion i arbetslaget. Även ett missnöje kring resurser inom deras verksamhet fanns, men de försökte finna egna lösningar.

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Ahlberg, Agneta, and Ana Bogunic. "A study of teachers’ code-switching in six Swedish EFL classrooms." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31840.

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The purpose of this degree paper is to investigate when and why teachers code-switchbetween L1 and L2 in the L2 classroom, and what the teachers’ thoughts about codeswitchingare. To get the information that we need to reach our purpose we have doneclassroom observations and interviewed teachers. The study was performed at a compulsoryschool and an upper secondary school, where we managed to get the co-operation from threeteachers at each school.The main conclusions are that all teachers at the compulsory school code-switched when theytranslated difficult words and phrases when they were too hard for the students to understand.Two of the teachers at the compulsory school used code-switching when they wanted to getthe students’ attention or create order in the classroom. Two of the teachers at the uppersecondary school code-switched when expressing feelings for example irritation. All threeteachers at the upper secondary school believe that code-switching is a helpful instrumentwhen teaching English and is considered to be inevitable.

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Dissertations / Theses on the topic 'Social sciences Religion and the social sciences Social sciences Teachers'

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